What does it mean to learn a word? How can we tell when a sequence of letters or sounds becomes a word in the mind of the learner? While many second language (L2) vocabulary teaching and learning studies continue to use traditional vocabulary tests to measure learning (such as multiple choice, translation, gap-fill), these measures tend to come…

Learner diversity has been identified as a barrier to language learning and teaching. The purpose of this article was to conduct an analysis of the implementation of Multiple Intelligences (MI) theory in the field of English language teaching. MI theory, as introduced by Howard Gardner (1983), offers a new concept of intelligence, one that has led…

This article contends that centring English as a Foreign Language (EFL) curricula on learners' specific needs is not merely advantageous but essential for fostering meaningful language acquisition. By synthesising theoretical frameworks, empirical research, and practical applications, it underscores the necessity of systematic needs analysis (NA)…

Reading is a complicated cognitive procedure of deciphering symbols to create meaning. It's a complicated relationship that the reader has with the text and is lead by a reader's previous knowledge, experiences, attitude, and culture. Second language (L2) reading comprehension is perhaps a more complicated procedure and there's a need to ensure…

Traditionally, students receiving assistance while taking a test is deemed cheating, a belief based on the premise that assessment needs to evaluate unassisted performance. However, to the proponents of Sociocultural Theory in general and Dynamic Assessment (DA) in particular, such guidance through interaction with the examiner during the…

Critical thinking (CT) is widely viewed as an essential skill for college students. Nevertheless, the use of CT skills in the classroom often varies across disciplines. This article summarizes perceptions of CT, including various definitions and constructs as well as barriers to its implementation in higher education. Faculty members from various…

With a communicative approach to language testing, performance assessment has taken on a prominent role in testing systems around the world. Specifically, Task-Based Assessment (TBA) is now being used to make inferences about people's language ability and what they can do with this construct under realistic communicative scenarios. This reflection…

This article gives suggestions for applying the concept of literature circles to audiovisual media rather than to literary works as a way to support learner autonomy and interaction with the target language.

The multidisciplinary nature of English language courses prompts teachers and students to pursue meaningful tasks that delve on significant issues in society. One significant project that classes can develop are advocacy presentations that help stimulate awareness and engagement among different stakeholders. This practical paper presents three…

Language assessment is a vital part of the process of learning and teaching a foreign language. Language learners need to be provided with the best methods to measure how much they are acquiring the target language and to select the most authentic tasks of testing for them. As it has been recommended to use multiple assessment instead of…

Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new…

The language assessment literacy of English language teachers has been one of the topics of discussion in the language testing field. In this article, I focus on the need to expand research constructs and methodologies to understand, in depth, the language assessment literacy for these key players in language assessment. I first explain the need…

Assessment is one of the most important, purposeful and yet, at times, contentious aspects of language education. Although new strategies of foreign language (FL) assessment have moved away from the traditional summative forms of grammar-based testing to a formative evaluation of learners' communicative competence in the target language, they are…

This policy brief explores the extent to which students classified as English learners (ELs) are excluded from core content in high school. Using statewide data from Oregon (2013/14-2018/19) and Michigan (2011/12-2014/15), the percentages of current, former, and never ELs enrolled in any class in each core content area were tabulated and gaps in…

In this reflection article I examine language assessment literacy initiatives and their possible impact on teachers, and I discuss the connections that exist between language assessment literacy and teachers' professional development. I explain that training for language assessment literacy may primarily foster teachers' knowledge and skills and,…